Exploring Learning Strategies and Characteristics of Good Language Learners Among EFL Graduate Students in Morocco: A Case Study

Abstract

The article presents the findings of a case study that examines the learning strategies and characteristics of successful language learners among EFL graduate students. The study investigates the language learning approaches employed by these students and explores the extent to which they possess the traits that define effective language learners. The research involved a sample (N=118) of graduate students from the Master’s and Doctorate programs in Morocco. The data were collected using a questionnaire that was adapted from the original version developed by Oxford (1990) that focused on different types of learning strategies. The results reveal high levels of engagement in memory, metacognitive, cognitive, compensatory, and affective strategies, indicating the proficiency and commitment of the participants as language learners. While the use of social strategies received a moderate rating, the study underscores the importance of individual learning and personal strategies for these students. The findings support the notion that graduate students possess the characteristics of good language learners, including self-motivation, positive attitudes, metacognitive awareness, and resourcefulness. The implications of these findings suggest the integration of diverse learning strategies into language teaching, learner training programs, and further exploration of social strategies. The study contributes to our understanding of successful language learning among graduate students and provides insights into the effective strategies and traits that contribute to their learning process.